The aim of this study was to examine the relationship between the dimension of perfectionism with student’s goal orientation and the strategies of dealing with the failure, the alignment of the goal orientation of parents and children, and their contribution to the strategies that students use to cope with failure at school. A total of, 122 students, form the seventh grade (3th grade) and eighth (3th grade) grade of elementary school, participated in the study, of which 59 (49.5%) were boys 13.6 years old average and 60 (50.5%) girls13.4 years average age. Mastery goal orientation and problem-oriented strategies are in correlation with some of the adaptive dimensions of perfectionism, while performance goal orientation, effort-avoidance goal orientation and strategy focused on emotions and ego are in correlation with some of the maladaptive dimensions of perfectionism. There is a correlation between students and parent goal orientation. Regression analysis has shown that age, organization and parental mastery goal orientation are predictive in explaining the mastery-approach goal orientation; gender, concern about mistakes and suspicion in their own performance are predictive in explaining the mastery-avoidance goal orientation; personal standards and parental performance orientation are predictive in explaining the performance- approaching goal orientation; age, doubt in your own performance, concern about mistakes, organization and parental mastery goal orientation are predictive in explaining effort-avoidance goal orientation. Further, regression analysis has shown that mastery-approach goal orientation and effortavoidance goal orientation are predictive in explaining problem-solving strategies; masteryavoidance goal orientation is predictive in explaining the strategy of emotional protection; effort-avoidance goal orientation is predictive in explaining the strategy of protecting the ego.